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In choosing a a doctoral program in leadership studies, it’s important
to look at what opportunities you will have to learn the different
types of knowledge crucial to your understanding of leadership
effectiveness within your chosen career.
There are four types of knowledge you will be afforded in the
Department of Leadership Studies: declarative — factual knowledge;
procedural — how-to knowledge; contextual — what you learn in
the context of a job; and somatic — sensing knowledge, or what some
people call intuition, or gut feeling. Each of these types of knowledge
is present in our Ph.D. program, and this is what sets us apart from
other doctoral programs.
At USD, you will learn declarative knowledge in your classes
when faculty use teaching strategies such as lecture, discussion,
reading and reflection, film, video narratives, and independent
study. Procedural knowledge will be taught using strategies such
as case studies, role-play, and problem-based learning. Contextual
knowledge will be taught through opportunities for doing field-based
projects and internships.
A source of knowledge largely ignored in Western cultures, but
essential for exercising effective leadership, is somatic knowledge.
This implies an education that trusts individuals to learn from their
ability to attend and to listen to the information they are receiving
from interaction of self with the environment. Howard Gardner’s
concepts of the intrapersonal (knowledge of self) and interpersonal
(skill in interacting with others) intelligences are closely connected to
somatic knowledge. Our program incorporates methodologies such
as case-in-point, which powerfully addresses somatic knowledge.
Finally, because all of our students in the School of Leadership and
Education Sciences are required to have an international experience,
you will have multiple opportunities to integrate all four types
of knowledge.
We are proud of our innovative teaching methods because they
differentiate us from other Ph.D. programs in leadership studies.
Paula A. Cordeiro, Ed.D.
Dean , School of Leadership and Education SciencesMission
Mission
To prepare students with the professional knowledge, skills, and ethical perspectives they will need for effective leadership and practice in a diverse society.
To become, and encourage our students to become, life-long learners engaged in
scholarly inquiry, research, and professional development.
To promote and model professional and community service and encourage such
service by our students.
Why the University of
San Diego?
There are many reasons for selecting
the University of San Diego’s School
of Leadership and Education Sciences
(SOLES) for advanced studies. We will
mention just four distinguishing
factors here.
First is the value of your University of
San Diego degree. U.S. News & World
Report ranked SOLES as one of the top
100 schools of education in the country
and the top-ranked Catholic university
from the region. The university is
accredited by the Western Association
of Schools and Colleges (WASC).
SOLES programs are accredited by the
Commission on Teacher Credentialing
(CTC), the Commission on Accreditation
for Marriage and Family Therapy
Education (COAMFTE), the national
Council for the Accreditation of Teacher
Education (NCATE), and the Council
for Exceptional Children (CEC). SOLES
curriculum is accredited by our peers
and rated as both challenging and
rewarding by our graduates. Our
reputation in the areas of education,
counseling and leadership is highly
respected by our peers, the community,
and our alumni network of more than
3,500 people representing virtually
every organizational setting.
The second factor that distinguishes
us from other institutions is the quality
of the faculty, their teaching, and their
scholarship. They are outstanding
instructors who are enthusiastic about
their roles as teachers. Their reputation
as productive scholars continues to
differentiate them in their fields of
academic specialization and in the
educational, counseling and leadership
communities.
The third distinguishing factor is the
availability of the faculty, who pride
themselves on the individual attention
they are able to provide. Students have
ample opportunities to meet with
faculty in both formal and informal
settings in order to take full advantage
of their counsel and advisement.
Finally, we are especially proud of our
diversity and international work. We offer
courses and educational partnerships
around the world, and all SOLES graduate
students are required to take part in an
international experience. Recently, we
received the Best Practice Award in
Support of Global Diversity and
Inclusion from the American Association
of Colleges for Teacher Education. |
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